Socialisation Process
"Discover the socialisation process, its key stages, and how individuals learn norms, values, and behaviors to thrive in society. An insightful guide to understanding human development and social interaction!"
Socialisation Process
Socialization: Socialization is a lifelong process in which individuals inherit and transmit norms, customs, values, and ideologies, equipping them with the necessary skills to participate in society. Through this process, individuals learn from others and discover their identity and beliefs, enabling them to relate effectively to the world around them. A child must first recognize themselves as a member of their species to establish identity. Variations in behavior across and within cultures stem from socialization, which also shapes the ego, influenced by both societal norms and biological traits. Gender roles, for example, develop through socialization and may even be reversed in some primitive societies. The family is the primary socializing agent for children, teaching them social norms and acceptable behaviors through gradual learning. Children adapt to societal expectations not only to avoid punishment but also to gain approval and recognition. A stable relationship in a child’s first two years lays the foundation for their identification with adults, with imitation strengthening around age three.
During childhood, the development of skills like locomotion largely happens naturally, allowing more attention to be given to intellectual growth. From infancy, intellectual activities expand and grow more complex during preschool years. Introducing study books at an early age helps foster language development, a love for reading, and closer relationships with adults. This process also reignites adults' own curiosity. As children begin to recognize signs or logos, these moments provide opportunities to stimulate further intellectual growth. By guiding a child's problem-solving abilities and offering different perspectives, whether it's helping a two-year-old build a block tower or supporting a kindergartener with their challenges, parents can play a key role in shaping their intellectual development. There are six general guidelines for cultivating a child's problem-solving skills, allowing them to organize their thinking in age-appropriate ways.:
-Two or three problems can become confusing to him. So, let the child work on just one big problem at a time.
-Being patient allows time for trial and error.
-Try not to judge a child's accomplishments by adult standards, and expect a degree of regression from time to time.
-Learn when to stop solving problems for the baby.
-Parents may find it helpful to study their own problem-solving behaviour. This will help to guide the child through the step-by-step sequences.
-Encourage imagination. Sometimes it may get out of hand, but not for long; it is in
imagination that creativity has its beginnings.
The Educational Implication of Social Development
(1) Social Growth
(2) Feeling of Security
(3) Knowledge full of Utility
(4) Form of Knowledge
(5) Training
(6) Inclusion of Habits
(7) Activities
(8) Organizations
(9) Guidance
Jean Piaget: He was a developmental psychologist who was born in Switzerland in 1896. He is famous for his theories of child development, particularly his theory of
cognitive development. He proposed a stage theory of development, which linked the interaction between cognitive and biological development in children. The term ‘cognitive' is related to a person’s consciousness of his mind, which makes him active. It includes activities like reasoning and thinking.
Schema - It is a systematic pattern of thought or behaviour. For example, while solving a puzzle or problem involving logical reasoning, a child will organise his knowledge and past experience with his thinking to solve the problem. The idea which occurs during this process to solve is called Schema. Schema is a “cohesive repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning”.
Stages of Adaptation- It is a process of getting familiarised with the world. Intellectual development occurs due to this process. The stages are-
Assimilation –It means absorbing something into the present Schema.
Accommodation- It means changing the ways of thinking and actions for managing objects.
Equilibration/ Disequilibration- Equilibration takes place when a child’s schemas can deal successfully with the present information assimilation. Disequilibration occurs if new information can not be dealt with successfully with the existing schemas.
Four Periods of Cognitive Development (Piaget's Theory)
1. The Sensorimotor Period: Birth to Two Years (0-2years)
Stage one: first month of life-Reflexes; Random uncoordinated movements.
Stage two: age 1 to 4 months- Accommodation and assimilation begin.
Stage three: age 4 to 8 months and effect is discovered.
Stage four: age 8 to 12 months of "permanence" and future is discovered; experimentation begins, and independence and independent goal-setting begin.
Stage five: age 12 to 18 months- •imitation begins; experimentation accelerates.
Stage six: age 18 to 24 months-memory and thought begin; Problem solving begins, independence develops into a sense of self as an individual. Infants and toddlers acquire knowledge through sensory experiences and manipulation of objects, not through thinking. The development, of a child’s intelligence consists of its basic motor, i.e. due to movement and sensory ( i.e. through sense organs, eyes, ears, mouth, nose and touch) explorations of the world.
2.The Preoperational Period: Two to Seven Years (2-7 Years)-imaginative thinking begins, imaginative and egocentric logic begins, vocabulary develops from 200 to 2000 words, literal and limited interpretation of language develops and becomes more sophisticated through constant questioning. Children remember objects and happenings and their become more imaginative and centred on themselves.
3.The Concrete Operational Period: Seven to Eleven Years (7-11years)-understanding of conservation and reversibility begins; understanding of sets begins; decentration is used in reasoning, imagination is replaced with addiction to literal fact; experimentation is replaced with a desire for simplicity, rules, and order; visual problems are solved better than verbal problems. Children start solving mathematical problems by using different materials such as building blocks, their fingers etc.
4. Formal Operations: At eleven to Sixteen Years (11-16years) ability to think abstractly develops; formal logic is used scientifically; the ability for introspection develops, assumption of adult roles begins; awareness of and concern about society and one's role in it begins; physiological changes accompanied by self-consciousness occur; physical maturation is complete and final socialization now depends primarily on environmental lectors. Children can do mathematical calculations and think creatively. They start introspecting and thinking about their roles in society.
Piaget's Views on Moral Development
According to Piaget, there are four stages of a child’s moral development
1. Anomy (The first five years after birth): This is the stage without law. At this stage, the behaviour of the child is neither moral nor immoral but is non-moral or amoral. The first behaviour is not guided by moral standards. The regulators of behaviour are pain and pleasure, not immorality or morality.
2. Heteronomy-Authority (5-8 years): At this stage of Moral Development is controlled by an external authority. Rewards and punishments are the two things that regulate moral development.
3. Heteronomy-Reciprocity (9-13 years): During this stage, there is the morality of co-operation with peers or equals.
4. Autonomy-Adolescence (13-18 years): It is called the equity stage also. While reciprocity demands strict equality, autonomy demands equity. The individual at this stage is fully responsible for his behaviour. 0 0 0.
You May Like:
Comments
Post a Comment
Comments should be honest and suggestive.